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Rebuttal to the USBE Common Core Presentation

Rebuttal to the USBE Common Core Presentation

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Published by Oak Norton
The Utah State Board of Education made a presentation to Utah legislators on July 16, 2013, touting the positives of Common Core. Utahns Against Common Core took their slides and prepared a factual rebuttal. These are those slides.
The Utah State Board of Education made a presentation to Utah legislators on July 16, 2013, touting the positives of Common Core. Utahns Against Common Core took their slides and prepared a factual rebuttal. These are those slides.

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Categories:Types, Reviews
Published by: Oak Norton on Jul 17, 2013
Copyright:Attribution Non-commercial

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09/18/2013

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Common Core Standards are just one aspect of a much larger education reform agenda[1]. The State Fiscal StabilizationFund[2], Race to the Top grant[3], Race to the Top for Assessments[4], and No Child Left Behind Waiver all share thesame 4 reform tenets. Namely, common standards and assessments, accountability (teacher/principal evaluations-schoolgrading), longitudinal and interoperable data systems, and turning around lowest performing schools.[5]
 
[1] http://www.whitehouse.gov/issues/education/k-12[2] http://www2.ed.gov/policy/gen/leg/recovery/factsheet/stabilization-fund.html[3] http://www2.ed.gov/programs/racetothetop/executive-summary.pdf -page 2[4] http://www2.ed.gov/programs/racetothetop-assessment/executive-summary-042010.pdf - page 5 & 6[5] http://www.whitehouse.gov/issues/education/k-12
Slide-by-slideResponse to Utah State Board of EducationCommon Core Presentationby Utahns Against Common Corewww.utahnsagainstcommoncore.com
 
These gures are from a study done by the Georgetown
Center for Education and the Workforce which is largelyfunded by theLumina Foundation(Lumina Foundationis a conversion foundation created in mid-2000 as USA
Group, Inc., the nation’s largest private guarantor and
administrator of education loans) and theBill & Melinda
Gates Foundation
(called “partners.”)
Similar gures have been prepared for every state.
Without disputing the importance of higher education,
it seems wise to question the inuence of a few, well-
funded and ideaologically-aligned reformers on thepolicy direction for public education of nearly every statein the nation.The U.S. has supposedly been “a nation at risk” due tothe state of education for decades.The Common Core standards have never been pilottested and have no guarantee of being any more effectivethan the failed, federally-backed reforms of the past thathave served to grow bureaucracy, but not achievement.
Question: 
Does the perceived urgency of these reforms justify circumventing processes of responsible and representative governance likecost analysis and well-publicized public hearings?
 
There is a place for judicious useof testing, but many are concernedthat results of so called “high-stakes” and standardized testscores and state rankings are beingmisapplied to public policy... i.e.tying teacher pay to test scores whichincentivizes teaching to the test, anddisincentivizes teachers to welcome
students who don’t t testing norms
in their classrooms. Or, a trendobserved in other states where policy,and not parents or students, dictatesparticipation in standardized testingand tracking (children with specialneeds, homeschoolers, opt-outs.)
Campbell’s Law:
“The more any quantitative social indicator is used for social decision-making, the more subject it will beto corruption pressures and the more apt it will be to distort and corrupt the social processes it is intendedto monitor.”

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Paul Christensen added this note
I have some more questions. What guarantees does this make that it will keep the Federal Government out of our state system? What guarantees it there that fit will raise the level of the low end achievers and not at the expense of the high end achievers. Sometimes if a person is not motivated any legislation will not help. All of the past legislation serves to dumb down the high end achievers
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